Steps Towards Personalized Learning Using Online Asynchronous Tec

Lesley University DigitalCommons@Lesley Educational Studies Dissertations Graduate School of Education (GSOE) 2016 Steps Towards Personalized Learning Using Online Asynchronous Technology: A Study of 7th, 10th and 12th Graders at a Small Rural School in Massachusetts Michael Raymond Farmer Lesley University Follow this and additional works at: https://digitalcommons.lesley.edu/education_dissertations Part of the Online and Distance Education Commons, and the Secondary Education Commons Recommended Citation Farmer, Michael Raymond, "Steps Towards Personalized Learning Using Online Asynchronous Technology: A Study of 7th, 10th and 12th Graders at a Small Rural School in Massachusetts" (2016) Educational Studies Dissertations https://digitalcommons.lesley.edu/education_dissertations/3 This Dissertation is brought to you for free and open access by the Graduate School of Education (GSOE) at DigitalCommons@Lesley It has been accepted for inclusion in Educational Studies Dissertations by an authorized administrator of DigitalCommons@Lesley For more information, please contact digitalcommons@lesley.edu, cvrattos@lesley.edu Running head: PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY Steps Toward Personalized Learning Using Online Asynchronous Technology: A Study of 7th, 10th, and 12th graders at a Small Rural School in Massachusetts by Michael R Farmer Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Lesley University April 12, 2016 ii PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY Abstract Adolescents’ use of technology is an integral part of their lives They use it for communicating, archiving, socialization, identity exploration, and a range of other purposes As a tool for adolescent academic learning, contemporary technologies target the brain’s recognition, strategic, and affective networks Synthesizing adolescents’ affinity for technology with proven educational practices, knowledge of the brain’s workings, and an understanding of contemporary technologies’ capabilities, leads to the conclusion that technology-enabled personalized learning approaches can result in successful outcomes for students This dissertation outlines findings from a 6-week mixed-methods study of 7th-, 10th-, and 12th-grade students attending a small rural school in Massachusetts The purpose of this mixed-methods study involving 73 students was to discern from their perspective the efficacy of technology in facilitating more meaningful personalized learning experiences for students This purpose was accomplished within the framework of standards-based learning by exposing students to an asynchronous learning platform designed to support student learning High adolescent affinity for technology translates into a desire for greater amounts of it in their learning experiences Being in control of learning resonates affectively with adolescents, increasing their buy-in to their own learning Technology features such as multimodality, online tools, feedback mechanisms, and the simple safety of an environment in which to experiment, provide enhanced learning experiences for many students In addition to content interaction, adolescents require interaction with teachers and peers, albeit to varying extents Because students have different preferences across all the aforementioned dimensions, we need to adopt increasingly personalized approaches to learning, probably within blended learning iii PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY environments Technology can and must play a substantive role in delivering personalized learning experiences for all adolescents iv PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY Acknowledgements To the members of my doctoral committee, I extend my genuine appreciation for your support Sometimes support meant giving advice, sometimes holding firm to a view or idea Sometimes support meant standing back, and sometimes support meant digging into the details I could not have asked for a better doctoral committee – thank you for being the right kind of support at the right time: Dr Linda-Mensing Triplett – Senior Advisor Dr Billie-Jo Grant – Committee Member Dr Jo-Anne Hart – Committee Member To Dr Dalia Khalil, it’s amazing how coffee shops in Cairo or Connecticut are equally good places to swap ideas and suggestions, thank you for your time and ideas Dr Paul Jablon, I benefitted greatly from those hours in Massachusetts coffee shops as well Thanks for sharing your knowledge and experience with me v PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY Preface In 2010, I had been teaching middle and high school students for about seven years I had acquired an M Ed during that period and thought that as a reflective practitioner, I would eventually get this teaching thing figured out Then I read the book The Shallows: What the Internet is Doing to Our Brains (Carr, 2010) I began to speculate about some of the projectbased, inquiry-driven, group-work oriented activities employed in my classroom I wondered why they were not producing the learning results I believed students were capable of producing Of course, the answer was clear! Whether I liked it or not, technology had changed young people somehow, and new ways of learning and teaching were needed—technology-based learning for a technology-oriented generation (Prensky, 2001) I felt that if I learned a little more about how the adolescent brain worked, and if I understood a little more about contemporary technology, I could create a learning model that was in tune with the “how and what” that adolescents wanted Then I would be able to help them achieve the learning outcomes I desired for them I had a sense that technology was occupying a deeply emotional place in the hearts and minds of adolescents, that somehow it was a part of their lives in ways that no other medium had been in generations past Fast forward to 2016: The journey taught me that my initial hypothesis was at best a little naïve In general, the adolescent generation embraces technology They are adventurous with it, keen to use it, and in many ways have become highly dependent upon it (Boyd, 2014; Davies & Eynon, 2013; Sprenger, 2010) They use technology largely for entertainment, communication, photo albums, games, social networking, music, calendar applications, and location assistance I have coined the term narcissistic technology to refer to this group of uses Two questions arise, however: Does the current generation’s comfort and adeptness with narcissistic technology vi PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY extend in some way to academic learning? Can they learn to use technology to develop as lifelong learners? In my classroom three years ago, I took the first step on a research journey With the administration’s support, I reconfigured classes and created three heterogeneous seventh-grade social studies classes Each of these classes was normally distributed with similar means based on pretest information For a 12-month period, each of these classes was exposed to a different learning model One class operated under an essential-question, inquiry-driven philosophy in which students interacted freely with little restriction on information sources and student behaviors The second class operated under a technology-driven/enabled model in which student instruction was largely based on a one-to-one relationship with the computer, accompanied by teacher interaction as required The third model was a more traditional, teacher-driven classroom model Although the individual sample sizes were too small to establish statistical significance using paired-samples t tests, the descriptive statistics were compelling The technology-oriented class produced the highest learning gains for students, and the interactive essential-question class produced the highest student satisfaction ratings One thing was clear: The traditional classroom was not the best model to use Also noteworthy was the fact that the greatest improvement in overall student satisfaction occurred for special needs students Of the three special needs subgroups, students using technology made the greatest learning gains as well My takeaway from this research was that using technology materially improved the learning experience for students with special needs, and as a result, their overall satisfaction with school improved as well The following year, all classes in seventh-grade social studies worked a minimum of 50% of the time with technology This was a blended learning model Using my own district- vii PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY determined measure (Massachusetts Department of Education, 2013), I was able to establish the academic efficacy of this learning model by comparing improvement results on a standardized pretest/posttest model with the same results from the prior year’s traditional classroom group Although students enjoyed their online blogs containing all of their work, as opposed to the traditional classroom workbook or binder, I realized that the activities they engaged in were comparatively simple, limited-interaction, computerized versions of class exercises done in prior years It did not help me to push the limits of my understanding about technology as a learning enabler for students When I conducted a comparative study of several alternative schooling systems in the United States about 18 months ago, I was exposed to a number of state-of-the-art online learning platforms I decided that a logical next step in my learning growth was to test the efficacy of an online platform within the context of its contribution toward better learning experiences for students This study represents a specific step toward what I now see as personalized learning viii PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY Table of Contents Abstract iii Acknowledgements v Preface vi List of Tables xiii List of Figures xv Chapter 1: Introduction Background and Context Research Questions Chapter 2: Literature Review 12 Overview of the Literature Review 12 The Brain-Based, Biological Basis of Learning 15 Learning 21 The Role of Motivation and Emotion in Learning 26 Motivation to learn 26 Emotional and social needs of adolescents 28 Personalized Learning 31 Universal Design and Technology for Personalized Learning 36 Universal design 36 Technology 39 Adolescent social and emotional uses of technology 43 Delivering Personalized Learning 51 Online Learning 55 Synchronous and asynchronous 56 Motivation and interaction 58 Gender and academic/technological efficacy 60 Grade level/age 63 Online learning and traditional classrooms, a blended learning solution 64 Challenges in Implementing Technology-Based Learning Experiences 68 The role of the teacher 69 ix PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY 211 Appendix B: Informed Consent Permission Informed Consent for Student Participation in Study Surveys We the undersigned, in signing below, give consent, for purposes of inclusion in the doctoral dissertation of Mr Michael R Farmer and other professional educational related publications, summary level data, pertaining to results, at a class, gender, special education group, combined level, of which my child’s/my participation will be a component We understand that no results will be presented at an individual/student-identifiable level, and the facts of any specific case(s) cited will be done using pseudonyms and other non-identifiable characteristics – a “blind” study The principal of no harm attaches to all aspects of Mr Farmer’s work We are giving this permission without undue coercion and are not receiving any financial consideration for giving it We know that consent can be withdrawn, with or without cause, at our total discretion, at any time, without prejudice We grant this permission on the understanding that Mr Farmer’s work is governed by the policies governing doctoral research in force at Lesley University, Cambridge, MA as well as the protocols for Human Subjects Research as outlined by the NIH (Mr Farmer’s certificate no 1189995) We understand that the policies and protocols surrounding the privacy, anonymity and confidentiality of information are subject to the highest standards of professional care Parent/Caregiver and Student please fill out and sign below as indicated Individual Name Signature Date Parent/Caregiver Student There is a Standing Committee for Human Subjects in Research at Lesley University to which complaints or problems concerning this research project may, and should, be reported if they arise Contact the Lesley Committee Co-Chairs Drs Terry Keeney or Robyn Cruz (irb@lesley.edu) at Lesley University, 29 Everett Street, Cambridge Massachusetts, 02138 PLEASE RETURN THIS FORM, ONCE SIGNED, IN THE ENVELOPE PROVIDED PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY 212 Appendix C: Presurvey Student Survey (Beginning of Academic Year] * Required Top of Form Please type in your STUDENT CODE using all capital letters * Please select the best response * Strongly Agree Somewhat Agree Neither Agree Nor Disagree Generally, I feel fine about attempting   technology-related problems I am sure I can use technology   I have a lot of confidence when it comes to   the use of technology I'm not good at using technology   I don't think I could use advanced   technology for learning For some reason, even though I work hard   on it, using technology seems hard for me I'd be happy to get top grades in courses in   which I use technology Being regarded as smart in the courses in which I use technology would be a good   thing I like using technology   I like using technology for learning at   school I try to use technology since I know how   useful it is Learning the use of technology is a   worthwhile and necessary subject I will need a firm mastery using technology   in my future work I can use technology in every part of my   life in different ways The use of technology will not be important   in the rest of my life The courses which require the use of   technology are a waste of time Explain how technology could be used to help you learn better at school * Submit Somewhat Disagree Strongly Disagree                                                 PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY 213 Appendix D: Postsurvey Student Survey (Mid Quarter] * Required Top of Form Please type in your STUDENT CODE using all capital letters * How much did you learn in the first semester of this course? * Select the most appropriate response      A lot A reasonable amount Some Not very much Nothing at all How satisfied were you with the first semester of this course*? Select the most appropriate response      Very satisfied Satisfied Neither satisfied nor dissatisfied Unsatisfied Very unsatisfied After taking the first six weeks of this course, I enjoy the learning about the content area much more than I did before I took the course * Select the most appropriate answer      Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY 214 Please select the best answer * Generally, I feel fine about attempting technologyrelated problems I am sure I can use technology I have a lot of confidence when it comes to the use of technology I'm not good at using technology I don't think I could use advanced technology for learning For some reason, even though I work hard on it, using technology seems hard for me I'd be happy to get top grades in courses in which I use technology Being regarded as smart in the courses in which I use technology would be a good thing I like using technology I like using technology for learning at school I try to use technology since I know how useful it is Learning the use of technology is a worthwhile and necessary subject I will need a firm mastery using technology in my future work I can use technology in every part of my life in different ways The use of technology will not be important in the rest of my life The courses which require the use of technology are a waste of time Strongly Agree Somewhat Agree Neither Agree Nor Disagree Somewhat Disagree Strongly Disagree                                                                                 PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY 215 Rate each of the Edgenuity features based upon the scale * Being engaged with the computer, keying in, clicking the mouse Having the ability to repeat lesson sections as often as wanted The quizzes along the way The ability to see grades, and rate of completion, whenever I want Working with the computer – few disruptions from other students Being in control of the pace of learning Accessing lessons almost anywhere/anytime Flexibility around when in the day I can finish my Edgenuity learning The ability to watch, listen to, printout, and/or read the lesson material The online help features like dictionary, highlight, translate, and the notes Having no notebook or textbook to worry about The computer leading you through what needs to be done next Makes it a lot more easy for me to learn Makes it a little more easy for me to learn Has no impact for my learning Makes it a little more difficult for me to learn Makes it a lot more difficult for me to learn                                                             PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY 216 What did you like the most about your Edgenuity-based learning experience? * Explain how technology (not just Edgenuity) could be used to help you learn better at school * How many classes each day, if any, you think should be based on learning approaches similar to Edgenuity? (Please state the number of classes and give reasons} * What would you change, what improvements would you suggest, in the Edgenuity-based learning experience? * Is there anything else that you would like to share about your technology-based learning experience? * Submit PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY Appendix E: Observation Rubric CLASS OBSERVATION RUBRIC (Save each file as Date and Period e.g 15A.xls) DATE: Learner Interaction Area PERIOD Code GRADE: Code Code Descritor Weighted Time % Comments [Moore, 1989 definitions] Student Content Student Instructor StudentStudent Nonproductive time Narrative Extent to which students were interacting with the system, progressing through successive screens LC Content LI C Procedural LI p Social LI S Content LL C Procedural LL P Social LL S NP Extent to which interactions revolved around content - either clarification about it or remarking on it Extent to which interactions revolved around how to operate the platform/harware Extent to which interactions revolved around social matters Extent to which interactions revolved around content - either clarification about it or remarking on it Extent to which interactions revolved around how to operate the platform/hardware Extent to which interactions revolved around social matters Extent to which time spent not covered above TOTAL 0% 217 PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY Appendix F: Coding Summary Data Element Education Status Gender Grade Edgenuity Grades – Actual and Overall Grades Completion Rates, Target and Actual Survey Responses School Survey Type Coding Regular Education 500, Special Education 600 Female 100, Male 200 7, 10, 12 Actual numeric values Actual numeric values Strongly Agree– 5, Somewhat Agree– Neither Agree nor Disagree– Somewhat Disagree– 2, Strongly Disagree– High School 400, Middle School 300 Presurvey 700, Postsurvey 800 218 PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY 219 Appendix G: Tests of Normalcy Q 10 11 12 13 14 Research Question Generally, I feel fine about attempting technology-related problems (p) Generally, I feel fine about attempting technology-related problems I am sure I can use technology (p) I am sure I can use technology I have a lot of confidence when it comes to the use of technology (p) I have a lot of confidence when it comes to the use of technology I'm not good at using technology (p) I'm not good at using technology I don't think I could use advanced technology for learning (p) I don't think I could use advanced technology for learning For some reason, even though I work hard on it, using technology seems hard for me (p) For some reason, even though I work hard on it, using technology seems hard for me I'd be happy to get top grades in courses in which I use technology (p) I'd be happy to get top grades in courses in which I use technology Being regarded as smart in the courses in which I use technology would be a good thing (p) Being regarded as smart in the courses in which I use technology would be a good thing I like using technology (p) I like using technology I like using technology for learning at school (p) I like using technology for learning at school I try to use technology since I know how useful it is (p) I try to use technology since I know how useful it is Learning the use of technology is a worthwhile and necessary subject (p) Learning the use of technology is a worthwhile and necessary subject I will need a firm mastery using technology in my future work (p) I will need a firm mastery using technology in my future work I can use technology in every part of my life in different ways (p) Kolmogorov-Smirnov Stat Df Sig .280 73 000 Stat .680 Shapiro-Wilk Df Sig 73 000 270 73 000 745 73 000 459 457 266 73 73 73 000 000 000 567 515 733 73 73 73 000 000 000 290 73 000 756 73 000 331 351 260 73 73 73 000 000 000 716 653 803 73 73 73 000 000 000 232 73 000 834 73 000 365 73 000 675 73 000 320 73 000 717 73 000 434 73 000 602 73 000 435 73 000 578 73 000 413 73 000 587 73 000 435 73 000 613 73 000 401 329 335 73 73 73 000 000 000 662 722 689 73 73 73 000 000 000 228 73 000 849 73 000 282 73 000 767 73 000 257 73 000 811 73 000 299 73 000 726 73 000 251 73 000 805 73 000 194 73 000 855 73 000 266 73 000 855 73 000 233 73 000 811 73 000 PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY Q 15 16 20 21 22 23 24 25 26 27 28 29 30 31 Research Question I can use technology in every part of my life in different ways The use of technology will not be important in the rest of my life (p) The use of technology will not be important in the rest of my life The courses which require the use of technology are a waste of time (p) The courses which require the use of technology are a waste Pf time Rate (Being engaged with the computer, keying in, clicking the mouse) Rate (Having the ability to repeat lesson sections as often as wanted) Rate (The quizzes along the way) Rate (The ability to see grades, and rate of completion, whenever I want) Rate (Working with the computer – few disruptions from other students) Rate (Being in control of the pace of learning) Rate (Accessing lessons almost anywhere/anytime) Rate (Flexibility around when in the day I can finish my Edgenuity learning) Rate (The ability to watch, listen to, printout, and/or read the lesson material) Rate (The online help features like dictionary, highlight, translate, and the notes) Rate (Having no notebook or textbook to worry about) Rate (The computer leading you through what needs to be done next) How satisfied were you with the first semester of this course How much did you learn in the first semester of this course? After taking the first six weeks of this course, I enjoy the learning about the content area much more than I did before I took the course Key – (p) indicates presurvey Edgenuity System Data Actual Grade Overall Grade Percentage Target Percentage Completed 220 Kolmogorov-Smirnov Stat Df Sig .269 73 000 Stat .805 Shapiro-Wilk Df Sig 73 000 448 73 000 496 73 000 386 73 000 663 73 000 437 73 000 546 73 000 308 73 000 746 73 000 212 73 000 892 73 000 418 73 000 623 73 000 274 344 73 73 000 000 830 715 73 73 000 000 215 73 000 849 73 000 406 73 000 629 73 000 404 73 000 656 73 000 271 73 000 748 73 000 294 73 000 785 73 000 255 73 000 791 73 000 187 73 000 888 73 000 235 73 000 830 73 000 347 73 000 790 73 000 331 73 000 761 73 000 273 73 000 860 73 000 197 058 433 097 73 73 73 73 000 200 000 086 832 981 607 974 73 73 73 73 000 329 000 129 PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY 221 Appendix H: Descriptive Statistics Research Question Generally, I feel fine about attempting technology related problems (p) Generally, I feel fine about attempting technology related problems I am sure I can use technology (p) Q I am sure I can use technology I have a lot of confidence when it comes to the use of technology (p) I have a lot of confidence when it comes to the use of technology I'm not good at using technology (p) I'm not good at using technology I don't think I could use advanced (p) technology for learning I don't think I could use advanced technology for learning For some reason, even though I work hard on it, using technology seems hard for me (p) For some reason, even though I work hard on it, using technology seems hard for me I'd be happy to get top grades in courses in which I use technology (p) I'd be happy to get top grades in courses in which I use technology Being regarded as smart in the courses in which I use technology would be a good thing (p) Being regarded as smart in the courses in which I use technology would be a good thing I like using technology (p) I like using technology I like using technology for learning at school (p) I like using technology for learning at school I try to use technology since I know how useful it is (p) I try to use technology since I know how useful it is Learning the use of technology is a worthwhile and necessary subject (p) Learning the use of technology is a worthwhile and necessary subject I will need a firm mastery using technology in my future work (p) 10 11 12 13 N 73 Min Max µ 4.38 Std Dev .78 Sk -1.90 Std Er .28 73 4.26 85 -1.51 28 73 4.73 52 -1.67 28 73 4.70 66 -2.56 28 73 4.32 81 -1.60 28 73 4.26 94 -1.36 28 73 1.75 1.09 1.44 28 73 1.56 90 2.00 28 73 2.03 1.18 89 28 73 2.14 1.17 74 28 73 1.67 1.07 1.68 28 73 1.84 1.19 1.34 28 73 4.62 70 -1.81 28 73 4.58 83 -2.18 28 73 4.59 78 -2.39 28 73 4.51 84 -1.35 28 73 4.60 57 -1.11 28 73 4.34 90 -1.33 28 73 4.37 95 -1.81 28 73 3.84 1.16 -.78 28 73 4.33 75 -1.04 28 73 4.18 81 -.50 28 73 4.36 84 -1.63 28 73 4.22 79 -.77 28 73 3.60 1.18 -.54 28 PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY Research Question I will need a firm mastery using technology in my future work I can use technology in every part of my life in different ways (p) I can use technology in every part of my life in different ways The use of technology will not be important in the rest of my life (p) The use of technology will not be important in the rest of my life The courses which require the use of technology are a waste of time (p) The courses which require the use of technology are a waste Pf time Rate (Being engaged with the computer, keying in, clicking the mouse) Rate (Having the ability to repeat lesson sections as often as wanted) Rate (The quizzes along the way) Rate (The ability to see grades, and rate of completion, whenever I want) Rate (Working with the computer – few disruptions from other students) Rate (Being in control of the pace of learning) Rate (Accessing lessons almost anywhere/anytime) Rate (Flexibility around when in the day I can finish my Edgenuity learning) Rate (The ability to watch, listen to, printout, and/or read the lesson material) Rate (The online help features like dictionary, highlight, translate, and the notes) Rate (Having no notebook or textbook to worry about) Rate (The computer leading you through what needs to be done next) How satisfied were you with the first semester of this course? How much did you learn in the first semester of this course? After taking the first six weeks of this course, I enjoy the learning about the content area much more than I did before I took the course 222 Q N 73 Min Max µ 3.74 Std Dev 1.08 Sk -.88 Std Er .28 14 73 4.19 74 -.54 28 73 4.15 94 -.93 28 73 1.37 86 2.86 28 73 1.64 1.06 1.63 28 73 1.37 77 2.59 28 73 1.74 99 1.35 28 20 73 3.56 97 -.13 28 21 73 4.62 66 -1.79 28 22 23 73 73 5 4.04 4.36 79 93 -.60 -1.52 28 28 24 73 3.85 1.01 -.27 28 25 73 4.58 73 -1.85 28 26 73 4.55 73 -1.51 28 27 73 4.32 80 -1.48 28 28 73 4.21 94 -1.04 28 29 73 4.15 79 -.28 28 30 73 3.58 1.19 -.44 28 31 73 4.10 87 -.58 28 73 3.70 66 -.48 28 73 4.05 60 -.02 28 73 3.67 90 -.71 28 15 16 PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY Research Question Key – (p) indicates presurvey Q 223 Std Dev Sk Std Er -1.59 28 N Min Max µ Edgenuity System Data Actual Grade 73 32 96 759 144 Overall Grade 73 58 96 802 091 -.275 28 Percentage Target 73 15 34 207 086 847 28 Percentage Completed 73 07 45 242 094 169 28 PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY 224 Appendix I: Summary of Codes Code Additional/Classes Outside School Better quiz/review capability Blended learning Classroom learning preferred Control of the learning process Difficult Diverse online experience Do not like Technology Edgenuity improvements Every class should be online Executive function Foreign language class Four or more Games Grade performance indicators I learn more online Individualized / personalized learning Language arts Learn at own pace Math Motivational None One Online means accessible Online means available Online tools useful Poor video/teacher Presentation tool Quizzes validate learning Research tool Science Social studies Student-content interaction Student-student interaction Student-teacher interaction Description The idea of learning extra to /outside of what the schooling system requires Ideas that the Edgenuity platform should a better job of helping students review and remediate for quiz errors Concepts of mixing up the learning, i.e., a blend of Edgenuity and other types of learning experiences, usually classroom/group Preference voiced by students towards classroom learning Ideas associated with students’ control: ability to turn things on off, them when they like, to some extent where they like etc Explicit statements about things students found difficult Multifaceted nature of technology-based learning and its ability to provide variety within learning experience Self-explanatory Specific comments about improvements to be made to Edgenuity Self-explanatory System’s ability to lead students through the learning experience, to remember where they were, to take care of housekeeping Learning in this area should take place using Edgenuity Number of classes that should be Edgenuity based Comments about games and their use in learning experiences Edgenuity helping them know how they are performing against standards/grades Positive comments of student preference towards online learning Customization or focus on the student as a unique learning individual in some manner Learning in this area should take place using Edgenuity Functionality offered to enable repeat, change of pace, change of medium, associated with their ability to learn Learning in this area should take place using Edgenuity Edgenuity’s motivational impact on students’ learning experience Number of classes that should be Edgenuity based Number of classes that should be Edgenuity based Ability to get to, no need for books, ubiquity of Internet access Associated specifically with notions of time – whenever Support tools and Edgenuity system and the value of them The need to improve Edgenuity video/presenter quality Technology to demonstrate what students know (e.g PowerPoint] Formative assessment, and its positive role in online learning Technology as tool for research – access to many sources Learning in this area should take place using Edgenuity Learning in this area should take place using Edgenuity How students interact/interface with the system and all learning materials contained in it Need to work with other students as part of learning experience Need to work with, or to have teacher orchestrate, learning experiences PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY Teacher paced learning Tech Important in future Technology relevant to my life Two or three Video for learning 225 Negative comments surrounding teacher control of learning’s pace Self-explanatory Personalized statements connecting technology to an individual student Number of classes that should be Edgenuity based Positive comments about Edgenuity video as a tool for learning ...Running head: PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY Steps Toward Personalized Learning Using Online Asynchronous Technology: A Study... confidence in using technology? b perception of ability to use technology? PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY c satisfaction with using technology? d views on the relevance of technology... substantial amounts of technology (Evans, 2012) Implementing PERSONALIZED LEARNING AND THE ROLE OF TECHNOLOGY 15 personalized learning also requires substantial amounts of technology Technology therefore